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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Natural and historical built environments in Africa
|
Constructing a rain gauge
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a rain gauge -Construct a rain gauge -Appreciate the importance of a rain gauge |
Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge |
What is the procedure of constructing a rain gauge?
|
-Course book
-Chart -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 2 |
Natural and historical built environments in Africa
|
Constructing a rain gauge
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a rain gauge -Construct a rain gauge -Appreciate the importance of a rain gauge |
Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge |
What is the procedure of constructing a rain gauge?
|
-Course book
-Chart -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 3 |
Natural and historical built environments in Africa
|
Constructing a rain gauge
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a rain gauge -Construct a rain gauge -Appreciate the importance of a rain gauge |
Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge |
What is the procedure of constructing a rain gauge?
|
-Course book
-Chart -computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 4 |
National and historical built environments in Africa
|
Constructing a wind vane
|
By the end of the
lesson, the learner
should be able to:
-Outline the procedure of constructing a wind vane -Construct a wind vane -Appreciate the importance of a wind vane |
-Individually, the learner is guided to outline the procedure of constructing a wind vane
-In groups, learners are guided to construct a wind vane |
What is the procedure of constructing a wind vane?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 1 |
Natural and historical built environments in Africa
|
Constructing a wind sock
|
By the end of the
lesson, the learner
should be able to:
-Outline procedure of constructing a wind sock -Construct a wind sock -Appreciate the importance of a wind sock |
-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
|
What is the procedure of constructing a wind sock?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 3 | 2 |
Natural and historical built environments in Africa
|
Constructing a wind sock
|
By the end of the
lesson, the learner
should be able to:
-Outline procedure of constructing a wind sock -Construct a wind sock -Appreciate the importance of a wind sock |
-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
|
What is the procedure of constructing a wind sock?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 3 | 3 |
Natural and historical built environments in Africa
|
Constructing a wind sock
|
By the end of the
lesson, the learner
should be able to:
-Outline procedure of constructing a wind sock -Construct a wind sock -Appreciate the importance of a wind sock |
-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
|
What is the procedure of constructing a wind sock?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 3 | 4 |
Natural and historical built environments in Africa
|
Constructing a wind sock
|
By the end of the
lesson, the learner
should be able to:
-Outline procedure of constructing a wind sock -Construct a wind sock -Appreciate the importance of a wind sock |
-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock
|
What is the procedure of constructing a wind sock?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 4 | 1 |
Natural and historical built environments in Africa
|
Significance of weather to human environment
|
By the end of the
lesson, the learner
should be able to:
-Examine the significance of weather to human environments -Create a chart showing significance of weather to human environment -Appreciate significance of weather to human environment |
-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment |
What is the significance of weather to human environment?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Observations
|
|
| 4 | 2 |
Natural and historical built environments in Africa
|
Significance of weather to human environment
|
By the end of the
lesson, the learner
should be able to:
-Examine the significance of weather to human environments -Create a chart showing significance of weather to human environment -Appreciate significance of weather to human environment |
-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment |
What is the significance of weather to human environment?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Observations
|
|
| 4 | 3 |
Natural and historical built environments in Africa
|
Responding appropriately to different weather conditions in the environment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of responding to different weather conditions in the environment -Respond appropriately to different weather conditions in the environment -Appreciate ways of responding appropriately to different weather conditions |
-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment
|
How do we respond appropriately to different weather conditions?
|
-Course book
--Charts -Computing devices |
-Oral questions
-Observation
-Written questions
|
|
| 4 | 4 |
Natural and historical built environments in Africa
|
Responding appropriately to different weather conditions in the environment
|
By the end of the
lesson, the learner
should be able to:
-Describe ways of responding to different weather conditions in the environment -Respond appropriately to different weather conditions in the environment -Appreciate ways of responding appropriately to different weather conditions |
-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment
|
How do we respond appropriately to different weather conditions?
|
-Course book
--Charts -Computing devices |
-Oral questions
-Observation
-Written questions
|
|
| 5 | 1 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 2 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 3 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 4 |
National and Historic built Environments in Africa
|
Field work
Types of fieldwork in social studies
|
By the end of the
lesson, the learner
should be able to:
-Define the term field work -Identify types of field work on social studies -Conduct a field study around the school -Appreciate and enjoy conducting a field work |
-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school |
What is fieldwork?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 1 |
Natural and historic built environments in Africa
|
Field work methods of Data collection
|
By the end of the
lesson, the learner
should be able to:
-Define data collection and data -Examine various methods of data collection during different types of field work -Recommend methods of collecting data during different types of fieldwork -Recommend methods of collecting data during different types of fieldwork -Appreciate methods of data collection |
-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work |
What is data collection
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral Report
-Observation
|
|
| 6 | 2 |
Natural and historic built environments in Africa
|
Field work methods of Data collection
|
By the end of the
lesson, the learner
should be able to:
-Define data collection and data -Examine various methods of data collection during different types of field work -Recommend methods of collecting data during different types of fieldwork -Recommend methods of collecting data during different types of fieldwork -Appreciate methods of data collection |
-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work |
What is data collection
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral Report
-Observation
|
|
| 6 | 3 |
Natural and historic built environments in Africa
|
Methods of data recording
|
By the end of the
lesson, the learner
should be able to:
-Define data recording -Examine methods of recording data -Recommend methods of recording data during different types of field work -Appreciate methods of data recording data |
-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data |
What is data recording?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 4 |
Natural and historic built environments in Africa
|
Methods of data recording
|
By the end of the
lesson, the learner
should be able to:
-Define data recording -Examine methods of recording data -Recommend methods of recording data during different types of field work -Appreciate methods of data recording data |
-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data |
What is data recording?
|
-Course book
-Chart -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 7 | 1 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 7 | 2 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 7 | 3 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 7 | 4 |
Political Development and governance
|
Political Organization of the Zulu
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Zulu community up to 1900 Discuss the role of the Zulu political setup. Draw the governance structure of the Zulu. Appreciate the Zulu community. |
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup. Learners are guided to draw the governance structure of the Zulu |
Where did the Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1-4 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Mid term break |
||||||||
| 10 | 1 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Political Development and governance
|
European Traders
|
By the end of the
lesson, the learner
should be able to:
Name various traders that came to Africa up to 1900. Identify the factors that led to the presence of Europeans in Africa. Discuss the role of various traders that came to Africa. Have a desire to learn more about European Traders. |
Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa. In groups, learners are guided to discuss the role of various traders that came to Africa |
Which factors led to the presence of Europeans in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
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